English literature

Topics: Writing, All rights reserved, Essay Pages: 5 (1179 words) Published: December 16, 2013
AP® ENGLISH LITERATURE AND COMPOSITION
2009 SCORING GUIDELINES
Question 2

(Ann Petry’s The Street)
The score reflects the quality of the essay as a whole—its content, its style, its mechanics. Students are rewarded for what they do well. The score for an exceptionally well-written essay may be raised by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored higher than a 3. 9–8

These essays offer a persuasive analysis of Petry’s use of literary devices to establish Lutie Johnson’s relationship to the urban setting and provide strong support for the students’ interpretation of the passage. They explore the urban setting as it affects the character; consider devices such as imagery, personification, selection of detail, and figurative language; and engage the text through apt and specific references. Although the essays may not be error-free, their perceptive analysis is apparent in writing that is clear, precise, and effectively organized. Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than do those scored an 8.

7–6

These essays offer a reasonable analysis of how the author uses literary devices to establish Lutie Johnson’s relationship to the urban setting. They provide a sustained, competent reading of the passage, with attention to devices such as imagery, personification, selection of detail, and figurative language. Although these essays may not be error-free and are less perceptive or less convincing than those in the 9–8 range, they present ideas with clarity and control and refer to the text for support. Generally, essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6.

5

These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or undeveloped in their treatment of how the author uses literary devices to characterize the relationship between Lutie Johnson and the urban setting. While containing some analysis of the passage, implicit or explicit, the discussion of how literary devices contribute to the relationship between character and setting may be slight, and support from the passage may be thin or tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. They are not as well conceived, organized, or developed as essays in the 7–6 range.

4–3

These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; students may ignore Lutie Johnson or Petry’s use of literary devices to establish Lutie’s relationship to the setting. The essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Generally, essays scored a 3 exhibit less control over the elements of composition and may contain weaker or less-developed readings than those scored a 4.

2–1

These essays compound the weaknesses of those in the 4–3 range. They may persistently misread the passage or be unacceptably brief. The essays may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, ideas are presented with little clarity, organization, or support from the passage. Essays that are especially incompetent or incoherent are scored a 1.

0

These essays do no more than make a reference to the task.



These essays are either left blank or are completely off topic.

© 2009 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

© 2009 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

© 2009 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

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